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FIITEEW 
INSTITUTE LESSONS 



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^^LSNGUllGE, » ARITHMETIC^ 



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HU. S. HISTDRYh- 






FIFTEEN 



INSTITUTE LESSONS 



—IN- 



♦^LSNGUflGE, • ARITHMETIC^ 



—AND- 



-^U, S, HISTDRYh 



COPYRIGHT SECURED, AUGUST 1888, 



BY ^W^VFi^i SANDERS, CAMBRIDOE CIT 



LNA. 



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SFP191888 J); 



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RICHMOND, IND.. 

DAILY PALLADIUM BOOK AND JOB PRINTING HOTJSE^ 

1888. 



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General Directions on Teaching Language. 



The teacher should ask questions about the objects and incidents of the 
reading lesson ; the most difticult words of the lesson should be placed on the 
board and used as an exercise in rapid pronunciation and spelling; let the 
pupils pass rapidly through a paragraph, pronouncing the words of two- 
syllables, three-syflables. etc.; and, as soon as the advancement of the class 
will permit, the pupil should pass through a paragraph naming the parts of 
speech, the phrases, the propositions, and the sentences, now and then classi- 
fying them. 

Frequently, as a pupil reads, the rest of the class should be required to 
close their books and turn their attention directly to what is being read ; when 
the reader is through, the teacher should question the listeners carefully until 
every point of what was read is brought out clearly,— the reading itself to be 
properly criticised. Rules of punctuation, and those concerning the use of 
capitals should be deduced from the reading matter, and frequently recited. 
Quotation marks, the hyphen, and the apostrophe mast receive their share of 
attention. 

Geographical terms, allusions, and figures of speech should be noted ; let 
the places m«>ntioned be located and descriV)ed as ii; geography. If prominent 
men are mentioned, let V)rief biographical sketches be given. 

Before beginning the recitation, the teacher should question the class 
closely in regard to what is set forth or told in the lesson. Give careful atten- 
tion to position, voice, emphasis, tone, etc. Good reading should strike our 
attention as being very like good conversation. 

As soon as practicable, the pupils should be required to write out as a 
composition the thoughts and incidents of the lesson. Occasional exercises 
in parsing and analysis may be given from the reading lesson. 

Stories, extracts, etc., should often be read to the class, to be written out 
by them in their own language. Let attention to the use of correct language 
be a prominent feature of every recitation. Transformations of easy poems 
into prose, and descriptiois of scenes, real or imaginary, may be used in com- 
position work. Oral and written reproductions of reading lesson must occur 
frequently. Convers< tions about familiar and interesting objects will give the 
teacher an opportunity to correct bad language. 

From time to time, as opportunity otters, supplementary reading matter 
may be used. Throughout the grades, two or three times a week, the pupils 
should be required to commit choice quotations and to recite them clearly and 
effectively. 



m 






INSTITUTE LESS DNS. Language. 



Cautions Against the Use of Incorrect Language. 

1. A verb must agree with its subject in number and person. 

2. Use either or neither with reference to one of two objects. 

3. Use any one or no one with reference to one of more than 

two objects. 

4. Each, every, either, or neither requires a verb or a pronoun 

in the same connection to be in the singular number. 

5. Two or more subjects taken together require a verb or a 

pronoun in the same connection to be in plural number. 

6. Two or more subjects taken separately require a verb or a 

pronoun in the same connection to be in the singular 
number. 

7. A pronoun must agree with its antecedent in person and 

number. 

8. When subjects of different numbers are joined by or, the 

verb must agree with the one next to it. 

9. These or those should not be used with the singular noun 

kind or sort. 

10. Use plural nouns with adjectives denoting more than one. 

11. Use a before words beginning with a consonant sound. 

12. Use an before words beginning with a vowel sound. 

Exercises for Correction, 

(a) Nothing- but trials await him (1). (b) Have either of you seen him (4). 
(c) Neither of five men were present (3, 1). (d) Either ignorance or careless- 
ness have caused this (4). (e) Neither of them were there (4) (f) Each of 
the pupils are to bring their books (1, 4). (g) What is the mood and tense of 
the following verbs (5) ? (h) Every door and every window were crowded 
with spectators (6). (j) Not a boy in the class knew their lessons to-dav (7). 
fj) Was the boys or their father to go (8j ? (k) I do not like these kind of ap- 
ples (0). (I) It isn't safe to trust those sort of people (9). (m) The pole is ten 
lool long(lO). (n) Is he an African or an European (11)? (o) The govern- 
ment is an hereditary monarchy (11). (p) A umpire was appointed (12). 
q) Franklin favored an Union (11). 



INSTITUTE LESSONS, Language. 
Cautions Against the Use of Incorrect English. 



13. Use the adjective in expressing condition, appearance, qualT 

ity, or kind. (Use the adj. to modify a noun or a*pronoun.) 

14. Use the adverb in expressing manner or degree. 

15. Use less to denote size or quantity; use fewer to denote 

number. 

16. Omit the article before a noun used in a general sense. 

17. Use the article before a noun used in a particular sense. 

18. Before two or more words denoting the same object, use the 

article but once. 

19. If the different words denote objects to be distinguished use 

the article with each word. 

20. Place a modifier where it will affect only the element to be 

modified. 

21. Do not use of between both or all and its noun. 

22. Use next to the noun the adjective of broadest signification ; 

or, the one denoting the quality most easily recognized. 

23. Avoid using an adverb between the parts of an infinitive. 

Exercises for Correction 

(a) Since he was sick, he looks badly (13). (b) The rose smells sweetly (13). 
(C) I feel qiieeiiy (13). (d) He looks tolerable well (14). (e) He acted very 
ditterent from liis brother fl4), (f) There was no less than five squirrels on 
the tree (1, 15). (g) Such a man does not deserve the name of agentleman(16). 
(h) I do not despise the giver, but gift (17). (j) She referred to Patrick Henry, 
the patriot and the orator (18). (j) What is the ditferenee between a siderial 
and solar day (19)? (k) His dexterity almost appeared miraculous (20). (|) I 
forgot to sign my name to a letter once (20). (m) He onlv rents the store, not 
the dwelling (20). (n) Did you brin^ both of the books (21)? (o) He saw all of 
the animals (21). (p) He was an old respectable man (22). (q) They tried to 
thoroughly educate her (23). (f) Everybody thought that it was destined to be 
a great city, twenty years ago (20). (s) He examined the trachea, or the 
windpipe (18). (t) Not one in ten of them are likely to pass (1). 



INSTITUTE LESSONS. Language. 

Cautions Against the Use of Incorrect English. 

24. Do not neglect to form the possessive case properly. 

25. The apostrophe is not used with the possessive pronouns. 

26. Let the sign of possession be as close as possible to the 

modified noun. 

27. Indicate separate ownership by usine: the sign with each 

name. 

28. Indicate joint ownership by using the sign but once. 

29. Avoid the use of two or three possessives in close connec- 

tion. 

30. When the comparative degree is used the latter term must 

exclude the former. 

31. When the superlative aegree is used the latter term must 

include the former. 

32. W^hen the latter term excludes the former the comparative 

degree must be used. 

33. When the latter term includes the former the superlative 

degree must be used. 

34. For two objects use the comparative degree. 

35. For more than two objects use the superlative degree. 

36. When a comparison or contrast is made neither term must 

include the other. 

Exercises for Correction, 

(a) He has childrens' gloves and mens' shoes (24). (b) This is a later 
edition than your's (25). (c) He does not like to ride any one's else horse (26). 
(d) Do you prefer Webster or Worcester's Dictionary (27)? (e) He left his 
bundle at Smith's and Brown's7Store^(28) (f i That is my brother James' 
wife's youngest sister (29). (g) He 'had a better memory than any boy I 
knew 1 30). h^ His paper has the largest circulation of any other in the 
county (31 . (j) He was the most active of his other companions (32) 'j) 
China has a greater population than any nation on the earth (33 or 30). (k). 
He iss the wisest of the two (34). (|) Which of these three men is the taller 
(35)? (lYi) No city in Canada has suffered so much from fires as Quebec (30). 
(n) It is one of the best answers ihat has yet been given to the question (1). 
(O) A large part of the .exports consist of spices (1). (p) One alter another 
arose and offered their services (7) (q ) Actions speak plainer than words (14) . 



1 



Institute Lessons, Language. 

Cautions Against the Use of Incorrect English. 

37. Do not use an objective form in a nominative relation. 

38. Do not use a nominative torm in an objective relation. 

39. Avoid the use of the nominative case by pleonasm. 

40. Do not use double comparatives or superlatives. 

41. Avoid modifying adjectives denoting invariable qualities. 

42. Use the part participle in forming the perfect tenses or the 

passive voice. 

43. Do not neglect to use the apostrophe in contracted words. 

44. General or abstract truths should^ be expressed in the 

present tense. 

45. A hypothetical statement requires the subjunctive form. 

46. Use tkat to represent an antecedent modified by same, 

very, all, no, or an adjective in the superlative degree, 

47. If a past action is referred to as relatively present (or fu- 

ture) the proper tense must^be used. 

48. Any two connected parts to which a third part refers or is 

to be applied, should be fitted to receive it in meaning 
or construction. 

Exercises for Correction. 

(a) Whom does he think it could have been (37). (b) Who do you take me 
to be (38;. (c) The boys I told you about, they are going to the*^ pond (3'Ji. 
(d) You should be more firmer (40). (c) That fact is too universal to be 
disputed (41). (f) He had began his sermon before they entered (42). (g) 
The lesson was wrote intime"(42). (h Dont let him know Ive gone<4;i'. 
(I I Columbus believed that the earth was round [44]. [j] If I was he I would 
go C45). (k) Yonder is the same man who passed (46]. (I) I intended to 
have written it on Saturday (47). (m] He never has and probably never will 
forgive me for deceiving him [48]. [n] This stufi'is coarser and in every way 
inferior to the other [48.) [o) In what State did you say that Mt. Adams was 
(44)? (p) I expected to have heard from liim iDeforethis (48). Sufficient 
data has been given to solve it (1). 



INSTITUTE LESSONS, Language. 



Cautions Against the Use of Incorrect English. 

49. In the choice of words use the one that will express the 

proper meaning or modification. 

50. Do not use a double negative to express a negation. 
61. Do not violate the rules for the use of capital letters. 

52. Use "differ with'' in regard to opinion; "differ /rom" in other 

cases. 

53. Do not use a preposition if a verb can properly govern the 

object. 

54. Do not use superfluous words. 

55. Use nor with neither; and or with either, 

56. Do not use like as a conjunctive adverb. 

57. The one refers to the first mentioned; the other to the last 

mentioned. 

58. In giving the number of times the size, &c., one object is 

that of another, use as-as^ with the positive of the adjec- 
tive. 

59. Do not use a pronoun so that there will be doubt as to what 

word is its antecedent. 

60. Two different relatives should not be used to refer to the 

same antecedent. 

Exercises for Correction. 

(a) In what (part, portion) of the town does he live (49). (b) His face as- 
sumed a (deadly, deathly) paleness (49). (c) He hasn't no pencil (50). (d) 
I differ from you on the tariff question (52). (e) Why will he permit of sucli 
actions (53)? if) Where is it at (54)? (gr) On what train did he come on (54)? 
(h) Neither the boy or his mother are here (55 t). (j) You cannot write like 
the teacher does (56). (j) Carthage and Rome were rival powers; the one on 
the northern coast of the Mediteranean, the other on the southern (51, 57). 
(k) The weight of the sun is 300,000 times heavier than that of the earth (58). 
(I) Mary sent her sister back for her shawl which she had forgotten to bring 
(59). (rn) A boy who studies and that improves his spare moments will be- 
come eminent (GO), (n) Nearly every one of the applicants were from this 
county (4). (o) Neither of the workmen have brought their tools (4, 7). 



INSTITUE LESSONS. Primary Arithmetic. 

1 Use each of the numbers (1, 2, 3, 4, &c.) one at a time, and devise many 
different ways of illustrating and using each objectively. First, the percep- 
tion of the number as a whole— then, the analysis of the number. Part of the 
work should involve subtraction. 

2 Each number may be illustrated in many ways by large dots variously 
grouped on cards. With these cards drill the perception in quickness. Let 
each pupil arrange a certain number of" counters " in several diflerent ways 
of regular form. 

3 On each number, ask every possible variety of question. Let the pu- 
pils make problems. Let some be made that are to have a certain given 
answer. 

4 As each number is used, let its script form be learned and made by the 
pupils. After progressing in this way as far as 4 or 5 (some say to 9) teach the 
figures. Practice counting objects as far as 20, 

5 The exercises for slate work should progress very, gradually. A 
higher number should be introduced only after the pupils can use, with readi- 
ness, those below it, in their many and varied combinations. Let there be 
oral work consisting of easy objective problems illustrative of the slate work, 

6 In the black-board work the teacher should use a pomter and call for 
ready and correct mental recitations, as he points to the various problems. 

7 The exercises for slate work may be of several difterent kinds : as, 

(a) 1 and 1 are • 
2 and 3 are • 
&c. 

(c) 2 and are 6. 
and 1 are 5. 

(e) 1 1 1 2 2 
112 2 2 
12 3 2 3 

The columns of (e) may contain 
from three to nine figures. The 
teacher must not lengthen them at 
any time beyond the ability of the 
pupils. 



(b) 



5 less 1 are 

6 less 4 are 

&c. 



(d) 6 less are 5. 
less 2 are 2. 

(f) 111111111 
213945687 

The upper figure is the same in 
each : the lower figures are different 
and are arranged miscellaneously. 
In the advancement, increase the up- 
per row a unit at a time, as far as 11 . 

Teach the use of the signs x, ~, and =, and let the pupils have slate 
work similar to the following: — 

8X5= . 12— =4. +6=9. 

9-6= . 12- =8. +3=9. 

&c. &c. &c. 

9 Practice counting objects as far as 100, after which drill frequently in 
writing and reading the numbers, from the black-board, as far as 100. 



9 

Institute Lessons. Primary Arithmetic. 

10 Use exercises similar to the following:— 



(a) 4 4 4 4 
9 19 29 39 &c. 



(b) 7 7 7 7 
8 68 18 88 &c. 



Let every possible combination be learned so well that the result can be 
given instantly. 

11 For variety, along with the preceding, there may be used exercises 
similar to the following: — 

(a) 2 3 2 1 (b) 2+8+3+7+5= . 

4+9+6+1+3= . 



2 


3 


2 


1 


4 





1 


3 





4 


3 


9 


8 


6 


4 





6 


7 


6 


8 


9 


5 


7 


5 



(c) 21 


41 


22 


32 


63 


33 


64 


63 


53 



"Carrying" may now be taught. 

12. Practice writing and reading numbers of three, and four, figures. 
The pupils at the same time may be given exercises similar to the following: — 

Take the last example: the pupil should be taught to 
think through it rapidly, as follows: — 4, 10, 17, 25, 34 — 
write the 4 and carry the 3; 3, 12, 20, 29, 34, 40,— write the 
and carry the 4; 4, 9, 16, 24, 31, 38; write the whole re- 
sult 

13 Let the pupils learn to read numbers as high as millions. For a few 
examples, at first, in subtraction, let the numbers in each order of the minu- 
end be greater than the corresponding ones in the subtrahend; as, 

98 1864 9842 

45 631 3512 &C. use practical problems. 



213 


769 


321 


758 


132 


897 


413 


786 


234 


594 



14 Next, those examples necessitacing "borrowing" or carrying" may be 
given; as, 

137092 
72348 

The method involving "carrying" is the better one. If 

equah he added to two numbers, their difference is not changed. 

6235 In the last example, if 10 is added to 5, to equalize it add 1 

4879 to 7, for 10 units of one order equal odb unit of the next 

higher. Addmg the 1 to the 7 is called "carrying." 



INSTITUE LESSONS. Primary Arithmetic. 



2X1=2 

2X2=4 
2X3=6 
: 2X4=8 
&:c &c. 



Let the pupils recite the tables orally. Use for drill 
the following problems: — 



987654321 

2 



123456789 
2 



With the proVileni on the board let the pupil recite without the aid of the 
answer. Similarly use the 3's, I's, 5's, &c. Along with this part of the work, 
how to multiply by a number of two or more figures may be taught. Plaeing 
the multiplication table in the compact rectangular form found in some arith- 
metics will be profitable and interesting work. 

16 Teach the Roman notation to C : how to tell the time of day ; how to 
make change with money : and how to solve easy exercises in pt.^ qt., pk and 
ba..—gi., pt., qt., and ^ra?.— and in., ft., and tjd 

17 The teacher, using a pointer, should drill the pupils thoroughly on the 
following table. (Try to acquire speed and correctness). 



2X2 




3X7 


3X2 




8x3 


2X4 




3X9 


5X2 




4X4 


2X6 . 




5X4 


7X2 




4x6 


2X8 




7X4 


■9x2 




4X8 


3X3 




9X4 


4X3 




5X5 


3X5 




6X5 


6X3 


5X7 


l!^ Let the division 


tables now 


2 into 2 one time 


. 1 


2 into two times 


1 




2 into three times . 




2 into four time 


s 




2 into five times 






2 into six times 






2 into seven times 




2 into eight times 




2 into nine time 


;s 




2 into ten t 


imes 







8X5 
5X9 
6x6 
7X6 
6X8 
9x6 
7X7 
8X7 
7X9 
8x8 
9X8 
9X9 



These constitute the 
multiplication table 
with the duplicate 
combinations cut 
out, leaving but 36 
products to leam in 
the entire field o^ 
the common multi" 
plication table. 



Let the pupils fill the blanks. Let them 
learn how often 2 is contained in 5, 7. 9, 
11. 13, 15, 17, and 19. Also, when the 3's. 
4'?, etc., are learned, use the interme- 
diate numbers that give remainders. 
Drill in mental work. Give examples 
after each table is learned : as 

2)563480 2)7104239 



Show how to write the remainder fractionallv. Teach the meaning'of 
%, %. and i|. 

19 Teach long division using easy graded examples. 

15)r80( 13)168( 25)400( 

25)625( 50)1150( 115)32467( 



II 



INSTITUTE LESSONS. Primary Arithmetic. 

20. Learn the divisors of numbers as high as 100. 
Method of recitation : Suppose the lesson consists of the 
numbers 24, 25, 26, 27, 28, 29. 

The pupils, with their knowledge of the multiplication 
table, by experimental work, and from suggestions by the 
teacher, — prepare their slate work as follows : 
The divisors of 24 are 2, 3, 4, 6, S, and 12. 
The divisor of 25 is 5. 
The divisors of 26 are 2 and 13. 
The divisors of 27 are 3 and 9. 
The divisors of 28 are 2, 4, 7, and 14. 
29 has no divisors. 
In the oral recitation, the first pupil, without referring to 
his slate, recites as follows : — 

The divisors of 24 are 2 3, 4, 6, 8, and 12 ; 2 twelves 
are 24, 3 eights are 24, 4 sixes are 24, 6 fours are 24, 8 
threes are 24, and twelve twos are 24. 

The next pupil recites as follows : The divisor of 25 is 
5; 5 fives are 25. 

The third recites : The divisors of 26 are 2 and 13 ; 2 
thirteens are 26, 13 twos are 26. 

The fourth recites : The divisors of 27 are 3 and 9 ; 3 
nines are 27, 9 threes are 27. 

The fifth recites: The divisors of 28 are 2, 4, 7, and 
14 ; 2 fourteens are 28, 4 sevens are 28, 7 fours are 28, and 
14 twos are 28. 

The sixth recites: 29 has no divisors; it is a prime 
number — a number that can.be exactly divided only by 
itself and unity. 



12 



INSTITUTE LESSONS. U. S. History. 



Most pupils are slow in learning how to study History. The plan here set 
forth will lead them to understand how closely and intently the eyes of the 
mind must scan each line, if nothing is to escape their vision. 

The teacher selects from the lesson words and expressions indicative of 
the prominent ideas, and classifies them into those of tif.ies, places, persons and 
7mscellaneous items; the most difficult words, for " dictionary work"; and 
f/enerai /opics, of which the preceding divisions are analytic elements. These 
elements thoroughly learned, recited, and properly combined bring into use, 
language and understanding to help form a foundation for mastering and re- 
citing the general topics. The teacher's analysis is placed upon the board. 
From this (or a copy of their own) the pupils may prepare the lesson. First, 
the pupil is to read (study) his lesson through once or twice, and then tes.t his 
work by noting how many of the elements of the lesson he can "recite." To re- 
cite an element, a pupil states how (or why) the author has used it, or in 
what connection it occurs in the lesson. If it denotes a person to tell who he 
was; if a place to tell where it is; &c. 

This recitation is necessarily short, but it brings into use language and 
understanding to form a foundation for mastering and reciting the general 
topics. 

Model for Teacher. From the First Five Paragraphs of the Eclectic U. S. 

History. 
TIMES.— 400 yrs. 

PLACES. — American continent. Mississippi River, Great Lakes, four cities, 
Mexico, Yucatan, Adams Co., O., Marietta, Mississippi Val- 
ley, Centra] America, Atlantic, Iceland. 
PERSONS. — Tribes, mound-builders. Frenchmen, Indians, ancestors, 

sailors. 
MISCELLANEOUS —Dark-skinned hunters, an empty continent, burial- 
mounds, 164 ft., 5000 people, island of frost and flame. 
DICTIONARY" WORK. ^Wigwams, area, maize, bananas, tropical, soli- 
tary, basins. (Give meaning, and tell how each happens to 
be used. 
GENERAL TOPICS.— A Lonely Land, The Mound-builders, Wares from 
Ancient Workshops, Origin of the Early Inhabitants of 
America. 



J3 



U. S. HISTORY -MEN MD MEASURES. 



1801. 

FEDERAL. 18 

Pres. Jefferson called an atheist; 
a fanatic in politics; and his party 
called disorganizers and revolution- 
ists. 

7th 



18 
Unsuccessful attempt to fasten a 
charge of mismanagen ent upon the 
Treasury Department. 



Some of the Feds, contemplate ) 
"Secession." j 



Fourth Presidential Term. 1805. 

01 REPUBLICAN. 

Thorn. Jefferson.. .Pres. 

Aaron Burr ...Vice Pres. 

Simple Ceremonials. 
Lenient towards France. 
Hostile towards Eng. 
C. 
Reduction in the army, navy, taxes* 

and duties. 
Nat. Law of '95 restored. 
02 

Judiciary Law repealed. 
Unsuccessful attempt to abolish the 

"Mint." 
The "■ Bur rites''' a faction of the Reps. 
03 

j Purchase of I^a. 



18 



8th 



C. 



04 



French Treaty ratified. 

Judge Chase impeached. 
_.XIIth Amend, passed. 



0pp. by New Eng. members 

Presidential Candidates. 

C. €. Pinckney & R. Kin^ | ....Jefferson & Oeo. Clinton; 

Presidential Election ; 17 States vote. 

Elec. Vote :— P. & K. (14) I ....J. & C. (162). 

Tlie Federals espouse the cause of Trial of Judge Chase, 
Judge Chase, who is acquitted. Burr presiding. 



u 



U. S. HISTORY -MEN IND MEASURES. 

1793. Second Presidential Term. 1797. 



FEDERAL. 



17 



G-eo. Washinton. Pres, 
John Adams, V. Pres 

Trouble with France. 
Neutrality Proclamation 

The treaty regarded as nullified by 
the change of government in 
France. 

BRITISH PARTY. 



3rd 



17 



Embargo, 60d. 

Jay app. E. E. to Eng 

Indirect taxation voted.. 



17 



Hamilton resigns. 

Jay's Treaty ratified. 
Naturalization Law. 



DEMOCRATIC. 
REPUBLICAN. 



Opposed, as nullifying Treaty of 

1778, with Fr. 
"Democratic Clubs" encourage Genet 

and denounce Wash. 
C. FRENCH PARTY. 

Jeff, leaves the Cabinet, Dee. 31. 
94 
Friendly to Fr.; hostile to Eng. 

Opposed; direct tax favored. 

Xlth Amend, passed. 

Whisky Insurrection. 

95 



Pres. Proc. legalizing Jay's Treaty. 
House Resolution for carrying Treaty 
into effect ; another debate. 

Fisher Ames. 

Washington's "Farewell Address." 
^riie Federals claim to be — 



Debate on Jay's Treaty. 

Jay hung in Effigy. 
Washington accused of inca- 
pacity and embezzlement, and 
called the "Stepfather of his 
4th C. Country !" 
17 96 

An increase of duties successfully 
opposed. 



(«) 



ic) 



The authors of the Gov. 
The friends of neutrality, peace, 

and prosperity. 
The direct inheritors of Wash- 

mgton's policy. 



Albert Gallatin. 

Party name shortened to 
REPUBLICAN. 
The Republicans claim to be — 



(«) The advocates of economy. ' 
(6) The friends of liberty and of 

the rights of man. 
(c) The protectors of the rights of 

the States. 

Presidential Candidates. 

John Adams ; T. Pincliney. | T. Jefferson ; Aaron Burr. 

Presidential Election ; 16 States vote ; 1st Presidential contest. 
Elec. Vote:— A. (71) ; P. (59) | J. (68) ; B. (30). 



is 



U. S. HISTORY-MEN IND MEISURES. 

1797. Third Presidential Term. 1801. 



FEDERAL. 17 

John Adams, President. 

5th 

President's Address to Cong. 

Envoys'sent^ to/ France. 

Treaties with[,Fr. annulled. 

X. Y. Z. letters,published. 

Preparations for war 

Naturalization Law made more rigid. 

The "Alien I.aw." 

The "Seclitloii liRW." 



17 



Three Envoys sent to Fr. 17 

Quarrel between Adams & Ham. 

18 

Treaty with Napoleon, 

September 17, 1800. 

The Federals claim to be the authors 
of the Government ; the friends" of 
neutrality, peace, and prosperity; 
and the direct inheritors of Wash- 
ington's policy. 



97 REPUBLICAN. 

Thomas Jefferson, V. P. 



..Vehement protestations against 
war measures. 

Opposed as violations of the 

1st Amend. 
Ky. Resolutions (Jeff.) 
Vir. Resolutions (Mad.) 

99 Ky.'s Null. Resolutions, 

00 

N. Y. elects a Rep. legislature. 
Caucus nomination of presidential 

candidates. 
Republican Platform:— Free Speech, 

Religion, Press, Trade. 
No Standing Army. Specie Currency. 

Liberal Nat. Laws. State Sov. 

Economy. Strict Construction of 

the Constitution. 



Presidential Candidates. 

J. Adams; €. €. Pinekney. | T. Jefferson; A. Burr. 

Presidential election ; 16 States vote ; partisan contest. 

Elec. vote:— A. (65); P. (64) | J. (73); B. (73). 

The undecided election causes much excitement. 
Many Feds, favor Burr. 

House Votes:— Burr, 4; Jeft., 10; two blanks. 
Judiciary Law enacted. | Opposed, (why?) 



t6 



u. 



S. HISTORY-MEN IND MEISURES. 

1789. First Presidential Term. 1793. 



FEDERAL. 



17 



Geo. \A7'asliington, Pres. 
John Adams, V. P. 

fAlex. X[ ami] ton _. 

Cabinet: 



4, 



I Henry Knox 

PROMINENT FEDERALS. 
John Jay, Ben. Franklin, 
Rufus King, Gouverneur 
Morris, Roger Sherman, 
Robt. Morris, C. C. Pinckney, 
John Marshall, Jam. Wilson, 
Jam. Madison. 

1st 
Protective Tariff Bill passed. 



Assumption Bill passed. 



National Bank chartered. 



Excise Law Passed. 



89 



ANTI-FEDERAL. 



Tliom. Jefferson. 

Edmnncl Kandolpb. 

PROMINENT ANTI-FEDS. 
Patrick Henry, Albert Gal- 
latin, Geo. Clinton, Jam. 
Monroe, Geo. Mason, John 
Hancock, Elbridge G-erry, 
Aaron Burr, Sam. Adams, 
R. H. Lee. 
C. 



F. M. Muhlenberger, Sp; 
Ten Amendments adopted. 
N. C. enters the Union, Nov. 
17 90 

Opposed, as destructive of State 

Supremacy. 
R. I. enters the Union, May. 
91 

James Madison sides with the 
Anti-Feds. 

Opposed violently, especially in 

Western Pa. 

Stormy Sectional Debate in the House, on Slavery. 



2nd 
Jonathan Trumbull, of Conn., 
Sp. 

17 
Army and Tariff increased 



C. 



92 



...Anti-Feds charge the Feds with 
aiming at^ Monarchy. 
Party name changed to 
Democratic-RepnMtcan. 

Presidential Candidates. 

Wasliin^ton ; Jobn^ Adams. | ; Geo. Clinton, 

Presidential|Election ; 15 States vote ; contest only on Vice Pres. 

Elec. Vote:— W. (132); A. (77) 17 | 93 C. (50). 

First Fugitive Slave Law passed, Feb. 12. 



iLSfl °'' CONGRESS 



02033^3" 



<^\^/?> 




